Research in Clinical Laboratory Science: Professionals' Educational Preparation

Rebecca Laudicina; JoAnn P. Fenn; Vickie Freeman; Carol McCoy; Mary Ann McLane; Lillian A. Mundt; Joan Polancic; Tim Randolph; Kristy Shanahan

doi:10.29074/ascls.24.4.243

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Rebecca Laudicina⇑
JoAnn P. Fenn, M.S., MT(ASCP)
1. Department of Pathology, University of Utah School of Medicine,Salt Lake City, UT
Vickie Freeman, Ph.D., MLS(ASCP)^CMSC, FACB
1. University of Texas Medical Branch,Galveston, TX
Carol McCoy, Ph.D., MLS(ASCP)^CM
1. Fairview Health Services. Minneapolis, MN
Mary Ann McLane, Ph.D., MLS(ASCP)^CM
1. University of Delaware, Newark, DE
Lillian A. Mundt, Ed.D., MLS(ASCP)SH
1. Adventists Health System Midwest, Hinsdale, IL
Joan Polancic, M.S.Ed., MLS
1. American Society for Clinical Laboratory Science, Washington, DC
Tim Randolph, Ph.D., MLS(ASCP)
1. Saint Louis University, Saint Louis, MO
Kristy Shanahan, M.S., MLS(ASCP)^CM
1. Rosalind Franklin University of Medicine and Science, North Chigaco, IL

Address for Correspondence: Rebecca Laudicina, Ph.D., MLS(ASCP)^CM, The University of North Carolina at Chapel Hill, 4110 Bondurant Hall, CB# 7145, Chapel Hill, NC 27599-7145, (919) 843-4350, rebecca_laudicina{at}med.unc.edu

Identify CLS practitioners' sources of knowledge of research principles and hands-on research training.
List activities that CLS practitioners believe would help improve their research skills.
Describe research components of CLS educational programs.
Characterize activities included in CLS undergraduate and master's student research projects.
List perceived barriers to research participation by undergraduates and master's students in CLS educational programs.

Abstract

OBJECTIVE: To describe the educational preparation of CLS professionals for conducting research.

DESIGN: A link to 3-part online survey was sent by electronic mail to 7,572 members of the American Society for Clinical Laboratory Science and 500 program directors

SETTING: email message, on-line survey

PARTICIPANTS: all ASCLS members and all directors of accredited clinical laboratory educational programs

MAIN OUTCOME MEASURES: Quantitative and qualitative measures of professionals' educational preparation for conducting research and descriptions of program curricula in research.

RESULTS: 556 of 7572 (7.3%) persons completed the survey. Twenty-two percent of CLS undergraduate educational programs offer a separate research course in the curriculum, and 37% require completion of a research project. Barriers to participation in research by undergraduates include time limitations within the curriculum, insufficient faculty time, and lack of funds, space, and equipment. Increased emphasis on developing research skills is found in educational programs at the master's degree level.

CONCLUSIONS: The formal educational background of many CLS professionals may leave them unprepared or underprepared for conducting research. Although there was broad representation among participants across educational levels, employment settings, and job positions, the number of survey respondents was limited. Possible directions for future research include conducting this survey using members of additional professional organizations.

ABBREVIATIONS: CLS = clinical laboratory science; ASCLS = American Society for Clinical Laboratory Science; NAACLS = National Accrediting Agency for Clinical Laboratory Science